Titlebook: Interdisciplinarity and Problem-Based Learning in Higher Education; Research and Perspec Annie Aarup Jensen,Diana Stentoft,Ole Ravn Book 20

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t.This book will appeal to readers who are interested in innovative theoretical approaches, practical applications and personal narratives.The book is accessible for scholars and students in disciplines includi978-94-6300-199-1

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1572-1957 xplores how the construction of problems in interdisciplinary PBL projects can be seen from the perspectives of multicultural groups, and examines group processes in interdisciplinary PBL projects.  It conclude978-3-030-18844-3978-3-030-18842-9Series ISSN 1572-1957 Series E-ISSN 2542-9957

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Trust Me, I’m ‘The Doctor’: Bridging Disciplinary Education and Interdisciplinary Professionalism abilities of staff in medical education programs rather than focusing on the students’ self-directed learning processes or creating pre-constructed cases and curricula. The staff, serving as both role models and assessors, and being trained researchers, represent disciplinarity. However, they shoul

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Beyond the Two Cultures. PBL and Transgressive Interdisciplinarity in the Techno-Anthropology Progras of approaching problems and producing knowledge, in this case exemplified by anthropology and engineering, can meet in a constructive manner by using PBL. The boundaries of disciplinary knowledge production can be transgressed in new, productive ways, if the students experience and reflect on the

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Three Challenges for New Students Facing Problem-Based and Interdisciplinary Learningboration at the intersection of disciplines. Being successful in these competencies require dialogue, creativity and feedback among group members in order for the group to maintain and profit from the reflective processes that are necessary to handle participatory and interdisciplinary learning proc

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Supervising the Interdisciplinary PBL ProjectWittgenstein’s notion of a language game in order to conceptualise what would be required of students to work interdisciplinarily in an open-ended space of scientific possibilities. Finally, the chapter establishes an argument for a set of important practices in the supervision of PBL groups to faci

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Toward an Interdisciplinary Learning Community of PBL Supervisors and Studentsion to diverse inquiry approaches at the beginning of their PBL experience. Building staff capacity to provide these learning experiences requires opportunities for supervisors to learn with and from their peers about one another’s disciplines and to share strategies for interacting with students wh